Survival through Bildung. On the topicality of Heinz-Joachim Heydorn's philosophy of education.

Sonst. Personen	Kminek, Helge (Hrsg.)
Titel	Survival through Bildung. On the topicality of Heinz-Joachim Heydorn's philosophy of education.
Quelle	Opladen • Berlin • Toronto: Verlag Barbara Budrich (2024), 162 S. PDF als Volltext kostenfreie Datei (1); PDF als Volltext (2) Link als defekt meldenVerfügbarkeit
Reihe	Wissenschaftliche Beiträge zur Philosophiedidaktik und Bildungsphilosophie. 8
Sprache	englisch
Dokumenttyp	online; Monographie
ISBN	978-3-8474-1624-1; 978-3-8474-2480-2
DOI	10.3224/84742480
URN	urn:nbn:de:0111-pedocs-298415
Schlagwörter	Aufklärung (Phil); Bildung; Bildungstheorie; Erziehung; Transformation; Kritische Bildungstheorie; Politik; Materialismus; Erziehungsphilosophie; Aktualität; Gesellschaft; Überleben; Krise; Mensch-Umwelt-Beziehung; Erwachsenenbildung; Heydorn, Heinz-Joachim; Afrika
Abstract	The central reference point of the volume is Heinz-Joachim Heydorn’s essay „Survival Through Bildung – Outline of a prospect“ (1974), which was translated into English and subsequently made available to a broad public for the first time. Despite the time gap of almost 50 years, Heydorn’s text is fascinating, because the survival of humanity – at least a qualitatively substantial survival of humanity – seems extremely questionable today. Researchers with different theoretical perspectives question the text on its contemporary content and put their interpretations up for discussion. The anthology has as its starting point the last text published by Heinz-Joachim Heydorn: „Survival Through Bildung – Outline of a prospect“ (1974). Almost 50 years after its publication, Heydorn’s questions on the future of humanity still are electrifying. Heydorn adheres to the telos of the development of society, which would only enable the emphatic human. Education is a necessary condition for fulfilment. However, his reflections on education and pedagogy cannot be sorted into the usual drawers. He and his work polarized discourse over education at the end of the sixties and beginning of the seventies in Germany. Some called him a leftist renegade, others a conservative revolutionary. This promises to be a controversial and extremely stimulating debate that has the potential to leave the scientifically well-trodden paths and develop new perspectives. (DIPF/Orig.)
Erfasst von	DIPF \| Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main